Inspection report
Coulsdon College
Dates of inspection: 12–16 January 2004
© Crown copyright 2004.
This report may be
reproduced in whole or in part for non-commercial
educational purposes, provided that all extracts quoted
are reproduced verbatim without adaptation and on
condition that the source and date thereof are stated.
A report from the Office for Standards in Education
(Ofsted) and the Adult Learning Inspectorate (ALI)
under section 62 of the Learning and Skills Act 2000.
Inspection reports are available on the Ofsted web site
(www.ofsted.gov.uk).
Reference: HMI 2225
Contents
Section
Page
Basic information about the college
iv
Part A: Summary
1
Information about the college
1
How effective is the college?
1
Quality of provision in curriculum and occupational areas
3
How well is the college led and managed?
5
To what extent is the college educationally and socially inclusive?
5
How well are students and trainees guided and supported?
5
Students’ views of the college
6
Other information
6
Part B: The college as a whole
7
Summary of grades awarded to teaching and learning by inspectors
7
Achievement and standards
7
Quality of education and training
9
Leadership and management
Part C: Curriculum and occupational areas
12
15
Science and mathematics
15
Business and administration
19
Informationa and communications technology and computing
23
Sports, leisure and tourism
27
Visual arts
30
Performing arts and media
34
Humanities
38
English and modern foreign languages
42
Part D: College data
46
Table 1: Enrolments by level of study and age
46
Table 2: Enrolments by curriculum area and age
46
Table 3: Retention and achievement
47
Table 4: Quality of teaching observed during the inspection by level
48
Basic information about the college
Name of college:
Coulsdon College
Type of college:
Sixth form college
Principal:
David Goodlet
Address of college:
Placehouse Lane
Old Coulsdon
Surrey
CR5 1YA
Telephone number:
01737 551176
Fax number:
01737 551282
Chair of governors:
Michael Bonsier
Unique reference number:
130433
Name of reporting inspector:
Melanie Kavanagh HMI
Dates of inspection:
12–16 January 2004
Inspection report
Coulsdon College
Part A: Summary
Information about the college
Coulsdon College is a sixth form college established in 1988 that is located at the southernmost point of the London Borough of Croydon, on the borders of Surrey. Approximately
70% of students come from Croydon and a further 30% come from other parts of South
London. The college offers principally academic and vocational qualifications at advanced
and intermediate level. Adult students attend courses at the college’s Downlands Centre
which is on the main college site. Adult student numbers have declined and the small
numbers of students aged 19 and above are following courses in information technology (IT)
and modern foreign languages.
Croydon has a significant and increasing minority ethnic population. Recent projections
from the Greater London Authority suggest that the minority ethnic population is
approaching 25% and continues to grow. This compares with 17.6% minority ethnic
population recorded in the 1991 census. In 2003, 56% of students identified themselves as
coming from minority ethnic communities. Overall unemployment is low in Croydon, at
3.6%, but the proportion of long-term unemployed is significantly higher than the average for
Outer London. In 2000, almost half the population of Croydon were qualified to level 3. The
proportion of the working-age population with no qualifications, at 15%, is significantly
higher than in other South London boroughs.
The college offers courses in ten of the fourteen areas of learning. Provision in health and
social care and engineering is small. The largest areas of study are information and
communications technology (ICT) and computing, visual and performing arts, and
humanities, which account for over half of college enrolments. In the year beginning 2003,
there were 1,167 students aged 16 to 18, almost all of whom were studying full time. There
were 35 adult students studying part time. In 2003, 66% of students aged 16 to 18 were
studying advanced level courses, 26% were studying at intermediate level and 8% were
studying at foundation level.
How effective is the college?
Inspectors judged the provision to be good in visual arts and satisfactory in ICT and
computing, sports, leisure and tourism, performing arts and media, humanities, and English
and modern foreign languages. Overall provision in business was judged to be unsatisfactory
but business administration was given a contributory grade of good. Science and
mathematics was judged to be unsatisfactory. The college’s key strengths and areas that
should be improved are listed below.
Key strengths

effective monitoring of students’ progress
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Inspection report
Coulsdon College

good pastoral support for students

good provision in visual arts

high take up of additional learning support

new, strong leadership

good promotion of equal opportunities.
What should be improved

pass rates in several curriculum areas

the quality of teaching and learning

key skills provision

punctuality and attendance of students

access for students with restricted mobility

some aspects of quality assurance.
Further aspects of provision requiring improvement are identified in the sections on
individual subjects and courses in the full report.
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Inspection report
Coulsdon College
Quality of provision in curriculum and occupational areas
The table below shows overall judgements about provision in subjects and courses that were
inspected. Judgements are based primarily on the quality of teaching, training and learning
and how well students achieve. Not all subjects and courses were inspected. Inspectors
make overall judgements on curriculum areas and on the effectiveness of leadership and
management in the range: Outstanding (grade 1), Good (2), Satisfactory (3), Unsatisfactory
(4), Very Poor (5).
Area
Overall judgements about provision, and comment
Science and mathematics
Unsatisfactory. Pass rates are poor on most courses and there is
ineffective management to bring about improvements in teaching and
learning. Teaching is insufficiently differentiated to meet the individual
needs of students.
Business and
administration
Unsatisfactory. Contributory grade for business administration: good.
Pass rates are low and teaching is ineffective on business courses.
Students’ progress is insufficiently monitored and management has
failed to recognise or address weaknesses. Pass and retention rates are
high on business administration courses and teaching is stimulating and
effective.
Information and
communications
technology and computing
Satisfactory. Pass rates on general certificate of education advanced
level (GCE A level) and advanced vocational courses have improved to
the national average. There is a high standard of students' work on
vocational courses at intermediate and foundation levels. There is much
good teaching and a wide range of learning resources to support
students’ learning. Pass rates at grades A* to C on general certificate of
secondary education (GCSE) courses are poor and there are insufficient
links with industry to support learning.
Sports, leisure and tourism
Satisfactory. Pass rates are high on GCE A-level physical education,
advanced vocational certificate of education (AVCE) travel and tourism
and general national vocation qualification (GNVQ) intermediate leisure
and tourism. Students’ progress is effectively monitored and students’
learning is enhanced through additional qualifications. Pass rates are
poor on advanced courses in leisure and recreation, and retention rates
are poor on several courses.
Visual arts
Good. Pass rates are high and there is much good and very good
teaching. There is a high standard of students' work and effective
leadership and management. Students of different abilities are well
supported. There is low attendance and poor punctuality in a minority of
lessons.
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Inspection report
Coulsdon College
Area
Overall judgements about provision, and comment
Performing arts and media
Satisfactory. Pass rates are high on most courses, but GCSE pass rates
at grades A* to C are low. Teaching is generally good and there is good
support for students. In a few lessons, students make unsatisfactory
progress. Attendance and punctuality are poor in many lessons.
Humanities
Satisfactory. Pass rates are high on GCE A-level sociology but are low
for other courses at advanced subsidiary level (AS level) and GCE A
level. Much of the teaching is lively and interesting but teaching is
insufficiently differentiated to address the needs of the wide range of
students’ abilities. Students’ progress is effectively monitored.
Attendance and punctuality are poor.
English and modern
foreign languages
Satisfactory. Pass rates are high on most GCE A-level courses and
students’ progress is closely monitored. There is good individual
support for students but teaching and learning activities are insufficiently
challenging in a few lessons. Punctuality is poor in many lessons.
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Inspection report
Coulsdon College
How well is the college led and managed?
Leadership and management are satisfactory. The college has made sound progress in most
areas since the last inspection, although access to the building for students of restricted
mobility remains poor. The new principal is providing firm leadership and planning has been
improved, with explicit links between budgeting, planning and the self-assessment report.
Appropriate strategic objectives have been established. The self-assessment process is
thorough, and where plans have been well directed, as in visual arts, it has led to the
maintaining and raising of standards. Governance is satisfactory and a review of governors’
performance has led to a new committee structure. There has been an inadequate response to
financial deficits by senior managers and there is no accommodation strategy.
Communications within the college are good and there are well-established meeting
schedules. Appraisal and lesson observations have been ineffective in raising standards in
teaching and learning. There is good promotion of equal opportunities.
To what extent is the college educationally and socially inclusive?
The college’s response to educational and social inclusion is satisfactory. The college has
established close and productive links with local schools and provides AS level and applied
GCSE courses for students aged 14 to 16. The curriculum is planned to allow students to
combine subjects and pathways with progression routes to the next level of study. Courses
are provided at levels 1 to 3, but pass rates are low at level 2 and progression is low to level 3
courses. There is a satisfactory range of subjects at AS level and GCE A level. The college
has responded appropriately to the Race Relations (Amendment) Act 2000 and Special
Educational Needs and Disability Act 2001 (SENDA) legislation. There is a race equality
policy, and retention and pass rates are monitored against racial groupings to identify any
areas of underperformance. All staff are appropriately trained and informed of the
requirements of the acts, and new staff receive training as part of their induction. The college
has made reasonable adjustments to enable a small number of students with multiple and
complex difficulties to attend courses. However, a significant proportion of the college site is
inaccessible for students with restricted mobility.
How well are students and trainees guided and supported?
Guidance and support for students are satisfactory. The college provides students with
comprehensive advice before they start their courses. Students at risk of leaving early are
effectively identified and their progress is closely monitored. There is prompt initial
assessment and timely feedback to staff and students. The take up of additional learning
support is good, but there are too few staff to address all students’ needs. There is good
pastoral support for students through the college counsellor and the reception staff, who have
counselling qualifications. There are regular reports to parents and carers on students’
progress. Tutorials provide close and effective monitoring of students’ performance. Careers
advice and guidance are good and students receive extensive support when making
applications to higher education (HE). Attendance is low in most curriculum areas and
students’ punctuality is poor. Whilst the college has recognized this weakness and introduced
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Inspection report
Coulsdon College
new systems to improve attendance, it remains low. There is no systematic examination of
the reasons for students’ poor attendance and punctuality.
Students’ views of the college
Students’ views about the college were taken into account and a summary of their main
comments is presented below.
What students like about the college

friendly and welcoming atmosphere

the pastoral support from the college

support with applications to HE and employment

good monitoring of progress

good access to computers

support from teachers outside the classroom

the encouragement to think creatively and independently.
What they feel could be improved

the recreational and study space in the college

the long breaks between lessons

key skills provision

library resources

canteen provision.
Other information
The college inspection report will normally be published 12 working weeks after the formal
feedback of the inspection findings to the college. Once published, the college has two
months in which to prepare its post-inspection action plan and submit it to the local Learning
and Skills Council (LSC). The college’s action plan must show what action the college will
take to bring about improvements in response to issues raised in the report. The governors
should agree it before it is submitted to the local LSC. The local LSC should send to Ofsted
only action plans from colleges that have been judged inadequate or have been awarded a
grade 4 or 5 for curriculum provision, work-based learning and/or leadership and
management.
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Coulsdon College
Part B: The college as a whole
Summary of grades awarded to teaching and learning by inspectors
Aspect & learner
type
Graded good or
better
(Grades 1 to 3) %
Graded
satisfactory
(Grade 4) %
Graded less than
satisfactory
(Grades 5 to 7) %
Teaching 16–18
64
30
6
Learning 16–18
61
32
7
Key: The range of grades includes: Excellent (Grade 1), Very Good (Grade 2), Good (Grade 3), Satisfactory
(Grade 4), Unsatisfactory (Grade 5), Poor (Grade 6) and Very Poor (Grade 7).
Achievement and standards
1.
Coulsdon College provides 39 subjects at GCE A level and 40 at AS level. There
are six vocational qualifications at advanced level and 5 GNVQ intermediate courses. The
college offers 15 subjects at GCSE, 2 GNVQ foundation courses, business administration
qualifications and a certificate and diploma in child care.
16 to 18 year olds
2.
Pass rates and retention rates declined in 2002 from the results in 2001, but there
was a general trend of improvement in 2003. Pass rates on level 3 courses have been below
the national average for the three years to 2003. In 2003 they improved from 74% to 80%, as
compared with a national average of 88%. Pass rates at GCE A level improved to 91% in
2003, having declined in 2002 to 84%, from 89% in 2001. The number of students achieving
high grades is low in most curriculum areas, with 17% of AS-level and 24% of GCE A-level
passes at high grades. Pass rates on AS-level courses have remained at 75% for 2002 and
2003, having risen from 69% in 2001. There are high pass rates on all courses in visual arts
and on most courses in performing arts and media; but pass rates in other curriculum areas
are variable. Overall, achievements in science and mathematics and business are
unsatisfactory. In 2003, students achieved 100% pass rates for GCE A-level accounting and
economics, physical education, English language and literature and sociology; AS-level
photography, drama, film and television production and media studies; AVCE art and design;
and GNVQ intermediate leisure and tourism, and art and design.
3.
Pass rates on vocational courses declined significantly in 2002, but improved in
2003. Pass rates for advanced vocational qualifications, having declined to 70% in 2002,
improved to 85% in 2003. Pass rates for intermediate vocational qualifications improved by
10% to 70% in 2003.
4.
There has been an overall improvement in retention rates for GCE A-level and ASlevel courses in 2003. On GCE A-level courses, the retention rate was 95%, and AS-level
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Coulsdon College
retention rates have risen to 85%. Retention rates for GCSE courses are low and have
declined by 10% to 72% in 2003.
5.
Achievement in key skills is poor. There is a pattern of satisfactory retention rates
and very low pass rates in 2002 and 2003. In 2002, no key skills qualifications were
successfully completed and in 2003 only 14% of students achieved a key skills qualification.
6.
Overall pass rates at level 2 are at the national average, but A* to C pass rates GCSE
courses have remained poor for the three years to 2003; the A* to C pass rate has remained at
38% for 2002 and 2003. Pass and retention rates have improved significantly on level 1
courses and in 2003 they were 94% and 96%, respectively, which is significantly above the
national average.
7.
The value added system, analysing the results of students on GCE A-level courses
compared with their prior attainment at GCSE, shows that, in 2003, students’ results were
significantly better than those predicted in performing arts and media, modern foreign
languages, advanced English courses, physical education, chemistry and AVCE art and
design.
8.
Overall, students show interest in their studies and are well motivated in lessons. In
science and mathematics, students’ written and practical work is satisfactory but they do not
demonstrate the understanding and skills required to achieve high grades. Students on
business courses do not develop the study skills necessary for critical evaluation, research and
analysis. Business administration students demonstrate a high standard of practical skills,
knowledge and understanding. ICT students make good progress and show effective skills in
problem solving and data handling. Students on sport, leisure and recreation courses work
well in most lessons and coursework is well presented and organised. The standard of
students’ work in visual arts is high, and they demonstrate very good skills in a range of art
and design activities. In performing arts and media, students frequently produce work of a
high standard and demonstrate good information and learning technology (ILT) skills. In
humanities, students produce satisfactory written work but are less confident in their oral
work. Students on English courses produce well-organised work using accurate grammar,
spelling and punctuation; however, the analysis and coverage of topics is often inadequate.
Modern foreign language students’ written work is satisfactory but students show insufficient
knowledge of basic vocabulary and grammar in oral work.
9.
Attainment of students on level 2 and 3 courses is broadly similar, but the standard
of written work of GCSE students is often poor. Attendance and punctuality are poor
throughout the college. Lessons are frequently disrupted by the arrival of latecomers and the
learning of punctual students is disrupted. The average attendance during the inspection was
low, at 74%.
10.
Retention rates for adults are good and have been consistently above national
averages for the three years to 2003. Retention rates at levels 1 and 3 rose significantly in
2003 and remained high at level 2. Pass rates at levels 1 and 3 also rose significantly in 2003,
but at level 1 they fell to 67%, from 84% in 2002.
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Coulsdon College
Quality of education and training
11.
Teaching, learning and attainment were graded by inspectors in 112 lessons.
Teaching was graded good or better in 64% of lessons, satisfactory in 30% of lessons and less
than satisfactory in 6% of lessons. This teaching profile is significantly below the average for
sixth form colleges. Learning was good or better in 61% of lessons, satisfactory in 32% of
lessons and less than satisfactory in 7% of lessons. Again, this profile is below the national
average for sixth form colleges. The quality of teaching and learning is broadly similar
between levels 2 and 3 but is significantly lower in GCSE lessons.
12.
There are significant differences in the quality of teaching between curriculum areas.
In visual arts, the majority of teaching is good or better whilst in business less than half is
good or better.
13.
Many lessons are well planned, and teachers make the aims and objectives of the
lesson clear and explicit for the students. Staff and students have good working relationships
and there is a pleasant atmosphere in most classes. Teachers demonstrate good subject
knowledge and encourage students to think independently and formulate their own
arguments. In the best teaching, the full range of students’ needs is addressed through the use
of differentiated teaching and learning. In business administration, performing arts and
media and visual arts, teachers use learning materials with carefully distinguished levels of
difficulty. However, in several curriculum areas, teaching is insufficiently differentiated and
fails to challenge the most able or support the less able students. In science and mathematics,
business, ICT and computing, sport, leisure and tourism, humanities and English and modern
foreign languages, teaching fails to address the needs of the full range of abilities of students.
Teaching in business is ineffective and students make poor progress. There is good use of
ILT in biology lessons, but it many curriculum areas there is inadequate use of ILT to support
learning. In a few lessons, teachers talk or dictate for long periods of time and students lose
interest and the motivation to learn.
14.
Attendance and punctuality are poor across the college. The college has recently
introduced staff to track and improve attendance, but it remains low in many areas. Teachers
frequently compensate for poor attendance by beginning their lessons with revision sessions
so that students with good attendance lose lesson time. Punctuality is also poor, with lessons
frequently disrupted and latecomers not being adequately challenged by teachers.
15.
Resources to support learning are satisfactory. All teachers have teaching
qualifications and many have higher degrees. They have good subject specialist knowledge
and most draw on this effectively in lessons. Technical support staff provide a high standard
of support to staff and students. Staff development plans are clearly linked to the college’s
strategic objectives, but there is insufficient emphasis on improving teaching and learning.
Teachers make good use of staff development to update their specialist knowledge and
expertise.
16.
The college provides a safe and friendly environment for students and staff.
Teaching and specialist accommodation is of a high standard in visual arts, modern foreign
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Inspection report
Coulsdon College
languages, and performing arts and media. Most classrooms are pleasant and well equipped,
but in business, modern foreign languages and visual arts, some classrooms are too small for
the size of the groups using them. Students have good access to sports facilities but there are
insufficient social and private study areas. There is no accommodation strategy and the
maintenance of college facilities has been delayed as a consequence. A significant proportion
of the college site, and learning resources, is inaccessible for students and staff with restricted
mobility. Risk assessments have not been carried out in all areas and the college’s health and
safety policy requires updating. The college has not analysed how effectively it uses its
accommodation and there are inefficiencies in room usage.
17.
Computer facilities for students are good. There is a high ratio of approximately one
computer to every three students. The open access centre is well used by students for
research and computer-based learning. Computers in science have Internet access and
provide students with a wide range of dedicated learning materials. However, in visual arts,
there is insufficient access to workstations and specialist software. In humanities, the
computers in classrooms are slow and outdated. The college has made slow progress in
developing an ILT strategy. The approach to ILT development is unco-ordinated and
unsystematic. The college intranet is underutilised and many teachers make insufficient use
of ILT for teaching and learning.
18.
The library provides good support for students and library staff are helpful. Book
stock and key texts are appropriate and up to date in most curriculum areas. There are
effective links between library staff and most teachers. Many curriculum areas purchase
learning resources for independent study, but there is no central catalogue of learning
materials available outside the library. Teachers are not always aware of potentially useful
resources located in different curriculum areas.
19.
Students’ progress is effectively monitored. Students have a clear understanding of
when and how they will be assessed. College policy requires that all students undertake three
key assessments each term, and the results are used as evidence for individual progress
reviews with subject teachers and tutors. These reviews are highly effective and students
value the use of target grades to measure and evaluate their performance. Most students
demonstrate a strong awareness of the criteria against which they will be assessed. There is a
clear assessment policy which requires that students have regular and prompt feedback on
their assignments. In most curriculum areas, students have a good understanding of how well
they are doing and what they need to do in order to improve. However, on business and
performing arts courses, feedback to students lacks sufficient detail to help students to
improve their skills and knowledge. Assessments are generally well planned to meet the
requirements of the awarding body and assessment schedules take into account students’
workload. Monitoring and moderation of students’ assessed work are effective on both
vocational and academic courses.
20.
The college provides an appropriate range of subject choices in most curriculum
areas. Courses are provided at levels 1, 2 and 3, and there is good progression from level 1 to
level 2 courses. However, only 30% of students progressed from level 2 to level 3 courses in
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Coulsdon College
2003. Students can chose from 39 subjects at GCE A level, 40 at AS level and 15 at GCSE.
Vocational courses are offered in most curriculum areas and the college plans to expand its
vocational provision at level 2 to replace GCSE qualifications. In 2003, 58% of the level 3
cohort applied to HE and, of these, 77% were successful. The college has a genuine
commitment to increasing and widening participation and many students come to the college
with comparatively modest results. The small number of adults studying at the college has
declined to 35 in 2003.
21.
The college has good and productive links with local schools and there are currently
57 students aged 14 to 16 studying at the college. The college provides AS-level critical
thinking and GCSE courses for these pupils. There are good links between schools and
sports, leisure and tourism, where students from the college teach younger children. There is
a satisfactory range of enrichment activities, including a comprehensive sports programme
and music lessons. The college offers financial support to students learning to play an
instrument. Students also have the opportunity to take part in the Duke of Edinburgh Award.
Some curriculum areas, including modern foreign languages, offer good subject-specific
activities such as conferences and visits abroad.
22.
The management of key skills is unsatisfactory. The college’s policy states that all
students have key skills opportunities via their curriculum subjects, the literacy and skills
centre and additional support. However, the policy is brief and unclear on how key skills will
be delivered and assessed. Key skills are neither effectively integrated into students’ courses
nor effectively delivered in discrete lessons. Students do not value or appreciate the
importance of key skills. Pass rates are very poor and in 2002 no students achieved a key
skills qualification.
23.
Guidance and support for students are satisfactory. The college provides students
with detailed advice before they start their course through good links with schools, taster
days, open evenings, direct mailing and a comprehensive and attractive prospectus. Students
at risk of leaving early are identified at interview and by links with schools’ special needs coordinators. This information is shared with teachers and personal tutors who closely monitor
these students’ progress. There is prompt initial assessment and individual interviews with
additional learning support staff effectively identify students’ learning needs. Students’
preferred learning styles are also identified during induction, but the information is not used
to inform teaching and learning. In many lessons, there is insufficient use of additional
materials or a range of different teaching and learning methods to extend the more able or
support those who make slow progress. Induction is effective in helping students settle
quickly into their courses.
24.
There is good take up of additional learning support, with 77% of students identified
as needing support taking up the extra help offered. However, there are too few staff to
adequately support all students who need help. In a few cases, the quality of learning support
is poor, with elementary mistakes in students’ literacy remaining uncorrected.
25.
There is good pastoral support for students. Reception staff are part of the support
team and are qualified counsellors. They play a pivotal role in communications between
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teachers, tutors, students and parents. There is a college counsellor who provides confidential
advice and support to students. The college is aware of, and sensitive to, child protection
issues. Parents are given regular and detailed feedback on students’ progress. There is good
careers guidance through Connexions and senior tutors, and students are well supported in
making applications to HE. There are regular reports to parents and carers on students’
progress, and parents’ evenings are held.
26.
Students have a weekly one-hour group tutorial and a ten-minute registration tutorial
three times a week. Tutors are responsible for monitoring and reviewing students’ progress.
These reviews are effective in monitoring and improving students’ performance and students
value the support and guidance offered in tutorials.
Leadership and management
27.
Leadership and management are satisfactory. The college has addressed most of the
weaknesses identified in the last inspection report by improving retention rates, recruiting
new governors, improving equal opportunities monitoring and establishing target setting at
course level.
28.
Overall, students’ retention and pass rates were lower in 2002 than the previous
year, and there was a general trend of improvement in 2003. Pass rates at level 3 were below
the national average for the years between 2001 and 2003, with improving retention rates.
Students’ performance at AS level and GCE A level improved in 2003, from 73% in 2002, to
80%. Despite this improvement, the pass rates for AS level and GCE A level remain below
the national averages. Pass rates at A* to C for GCSE are low and have remained at 38% for
the years 2002 and 2003. The pass rates on level 2 vocational courses and retention and pass
rates for students on level 1 courses improved significantly in 2003 to above national
averages.
29.
Governance is satisfactory. An independent clerk has been appointed and new
members with appropriate expertise have been appointed to the corporation. In 2001, a
review of governors’ performance led to the establishment of a new committee structure.
Until recently, the governors have been slow to discharge their responsibilities to monitor the
educational performance of the college. The planning and performance committee
established in 2002 has now agreed a range of appropriate performance indicators and
defined the nature of the reports they require in order to monitor effectively the academic and
educational performance of the college.
30.
The college has experienced a period of disrupted leadership due to illness and
absence. A new principal was appointed in July 2003 and has provided firm leadership by
taking swift action to improve college performance in a number of areas, such as planning.
The reorganisation of the management structure in 2002 is well established and generally
effective. Overall, the management of curriculum areas is satisfactory or good, with the
exception of science and mathematic and business, where management has been ineffective
in bringing about improvements to teaching and learning.
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31.
The college has had budget deficits since 1999, with further ones forecast. While
the college has over £1 million in reserve, senior managers have failed to address these
problems systematically. There is no significant financial delegation below principal level.
Discussions about the college moving to a new site have diverted attention from the
maintenance of the existing building. There is no accommodation strategy to ensure that all
options are thoroughly explored.
32.
Management information reports have improved in quality in the last two years.
Managers and curriculum directors have regular access to reports. A new target setting
database has been in operation since September 2003 to support course teams in their selfassessment reviews.
33.
Communication with staff is good. They have been kept well informed of the
changes at executive level over the last two years. A weekly newsletter both informs and
provides guidance on topics such as accelerated learning techniques. Short meetings for
academic and support staff are held weekly, and there is an additional meeting scheduled for
academic staff so that key educational topics can be considered in depth. Managers are very
accessible and the location of course teams further strengthens communications.
34.
The governors and the new principal have recognised weaknesses in the college plan
for 2001 to 2004 and have established a planning timetable which links budgeting, planning
and the self-assessment report. Performance indicators have been agreed. A new one-year
development plan for 2003/04 has modified the previous plan so that a new planning cycle
will start at the end of 2004. The mission has been reviewed and appropriate strategic
objectives agreed, including raising standards, curriculum growth and development, and
improving financial health. The college aims to be an inclusive learning institution and offers
academic and vocational pathways from level 1 to level 3 and education for adult students at
its Downlands Centre. However, adult student numbers have declined and are currently very
small. The college has responded vigorously to the competitive challenge from other
providers by commissioning a needs analysis and embarking on collaborative activities with
local schools and colleges.
35.
Staff development has been managed by senior and middle managers who prepare
their own plans based on needs identified in staff teams, the self-assessment report process
and lesson observation. There has been no central oversight of the programme and no
evaluation to judge its overall effectiveness. The key need for differentiated teaching and
learning has not been given sufficient priority. Lesson observations have resulted in grades
significantly higher than those awarded by inspectors. Appraisal has not been well managed.
Many teaching staff have not been appraised. New arrangements have been established to
link appraisal with staff development.
36.
Self-assessment, lesson observation and target setting form the key components of
the quality assurance framework. Course directors together with senior managers attend an
annual review with the principal and assistant principal to consider their self-assessment
report action plan. These reviews are extensive and thorough. The review considers
academic performance measured against national or college averages and value added
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Coulsdon College
information. Where plans are well directed, as in visual arts, they have led to the maintaining
and raising of standards.
37.
Equal opportunities are well promoted. The equal opportunities policy includes an
easily identifiable race equality and disability policy which addresses the requirements of the
Race Relations (Amendment) Act 2000 and SENDA legislation. Students were actively
involved in the drafting of the race equality policy. The equal opportunities policy is
monitored by the executive group and the corporation and is supported by action plans which
are monitored by an assistant principal. A physical audit of the college has been carried out.
However, access for students with restricted mobility remains poor. Students’ retention and
pass rates are analysed by racial group to highlight any areas of underperformance. A student
diversity group has been established, relevant cultural events highlighted in the college
calendar and a small number of students with multiple and complex disabilities have been
enabled to attend college.
12–16 January 2004
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Coulsdon College
Part C: Curriculum and occupational areas
Science and mathematics
Overall provision in this area is unsatisfactory (grade 4)
Strengths

improved retention rates on many GCSE and advanced level courses

good teaching on advanced level courses.
Weaknesses

low pass rates on most courses

insufficiently differentiated teaching on GCSE courses

insufficient risk assessments in science

inadequate action to improve the quality of teaching and learning

poor punctuality and attendance.
Scope of provision
38.
The college offers science and mathematics courses at GCSE, AS level and GCE A
level. Biology, chemistry, mathematics and physics are offered at all three levels. Students
who wish to retake GCSE mathematics are required to have a grade D in their previous
examination. Those who do not have the required grade are offered a free-standing
mathematics course. Overall, there are 633 students studying science and mathematics, with
267 on GCSE courses and 366 on advanced level courses. Students are aged 16 to 18 and are
studying full time.
Achievement and standards
39.
Overall, achievements in the area are unsatisfactory. Pass rates on the majority of
courses are low and the pass rates at grades A* to C on GCSE mathematics were significantly
below the national average for the years 2001 to 2003. In 2003, the pass rates for 10 out of
11 courses were significantly below the national averages. The pass rates for students
studying AS-level biology were poor in 2001 and 2002 and, despite improving in 2003, pass
rates remain below the national average. Pass rates at A* to C for GCSE physics were poor
in 2001 and 2002 but improved in 2003 to 65%, which is above the national average. GCE
A-level chemistry students perform well in relation to their prior attainment: the pass rate in
2003 was 92%, with 42% of students gaining grades A to B. The proportion of students
achieving high grades on science and mathematics courses is small. Retention rates on many
12–16 January 2004
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Inspection report
Coulsdon College
courses have improved and in 2003 retention rates were at or above national averages on
most courses. Retention rates on GCSE mathematics have fallen, and in 2003 the rate was
significantly below the national average.
40.
Most students’ written and practical work at advanced level is satisfactory; however,
they do not demonstrate the understanding and techniques required to achieve high grades.
At GCSE, the standard of most students’ work is poor. The majority of students demonstrate
satisfactory practical skills in experimental work. Students’ attendance and punctuality are
poor.
A sample of retention and pass rates in science and mathematics, 2001 to 2003
Qualification
Level
GCSE mathematics
2
GCSE physics
AS-level human
biology
AS-level physics
GCE A-level
chemistry
12–16 January 2004
2
3
3
3
Completion
year:
2001
2002
2003
No. of starts
199
152
155
% retention
80
86
75
% pass rate
17
15
18
No. of starts
26
20
19
% retention
85
85
89
% pass rate
5
29
65
No. of starts
54
41
82
% retention
81
90
89
% pass rate
57
43
73
No. of starts
35
19
27
% retention
97
89
93
% pass rate
50
59
32
No. of starts
*
15
**
% retention
*
73
**
% pass rate
*
82
**
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Inspection report
Qualification
Coulsdon College
Level
GCE A-level
mathematics
3
Completion
year:
2001
2002
2003
No. of starts
*
37
19
% retention
*
54
100
% pass rate
*
95
79
Source: ISR (2001 and 2002), college (2003)
* course did not run
** fewer than 15 starters enrolled
Quality of education and training
41.
Teaching on advanced level courses is generally well planned, with detailed schemes
of work. In the less effective lessons, teaching fails to challenge the most able and support
the less able. In these lessons, teaching does not address individual needs and students do not
maintain their concentration. There is insufficient variety of activities and students remain
passive and make insufficient progress. There is ineffective use of questions and inadequate
participation of students in learning. Individual support for students in lessons is good. In
the best teaching, the needs of different students are planned for and addressed. In one GCE
A-level biology lesson on photosynthesis, teaching included a range of activities including
mind maps, kinaesthetic cards and ILT, and effectively addressed the needs of the full ability
range within the class. Students participated enthusiastically and made good progress.
42.
Laboratories are well resourced. There are computers in each laboratory with access
to on-line support packages and a range of dedicated course materials. Technical support for
staff and students is good. Rooms have a subject identity and provide a stimulating working
environment. General accommodation for the teaching of mathematics is good. There is
inadequate accessibility for students with restricted mobility and insufficient risk assessments
have been carried out for biology and chemistry courses. Teachers are appropriately
qualified. The range of texts in the library is adequate and access to computers to support
students’ learning is good.
43.
Students’ work is regularly assessed on advanced level courses. Written feedback to
students on how to improve their performance varies in quality. Biology students receive
useful and extensive advice; however, in other subjects, written comments are too brief and
there is insufficient guidance given to students to enable them to improve their performance.
Students’ work on GCSE courses is not set and assessed with sufficient frequency and rigour.
There is insufficient use of assessment to inform the planning of teaching and learning.
44.
Useful study and assessment materials are available on the college intranet and
through study guides. Students are also supported by teachers who give freely of their time
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Inspection report
Coulsdon College
outside lessons. All students receive an induction programme which identifies course
requirements and is effective in helping students to settle quickly on to their courses.
Leadership and management
45.
Leadership and management are unsatisfactory. There are insufficient formal course
team meetings and meetings fail to adequately focus on teaching, learning and students’
progress. Whilst management is aware of the need to improve teaching and learning there is
no action plan to address weaknesses. Courses are regularly reviewed but the self-assessment
plan fails to recognise the weaknesses in the area. Lesson observations have been carried out
in the area but the grades awarded have been over-generous. There have been insufficient
risk assessments carried out in science.
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Inspection report
Coulsdon College
Business and administration
Overall provision in this area is unsatisfactory (grade 4)
The contributory grade for business administration is good (grade 2)
Strengths

high retention and pass rates on business administration courses

very good teaching on business administration courses

effective guidance on careers and HE.
Weaknesses

low pass rates on business courses

ineffective teaching on business courses

poor attendance and punctuality

poor assessment of students’ work on business courses

insufficient attention to the development of key skills

ineffective leadership and management on business courses.
Scope of provision
46.
The college offers an appropriate range of business courses for full-time students, all
of whom are aged 16 to 18. Approximately 240 students are studying AS-level or GCE Alevel economics, accounts or business. There are approximately 12 students studying GNVQ
at foundation level and 40 at intermediate level. Over 50 students are on AVCE courses.
There are 38 students on full-time courses in business administration. Provision in business
administration comprises a legal secretarial diploma awarded by the Institute of Legal
Executives (ILEX) and national vocational qualification (NVQ) level 2 administration. The
college also offers classes in keyboarding and shorthand as additional qualifications, which
any student at the college can study.
Achievement and standards
47.
Overall pass rates on business courses are poor. Pass rates on AS-level, AVCE
double award and GNVQ intermediate courses have remained significantly below the
national average for the three years to 2003. The percentage of high grades achieved by
students on AS-level and GCE A-level courses is low. Pass rates on GNVQ foundation
business are good. In 2003, the small number of students on GCE A-level accounting and
12–16 January 2004
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Coulsdon College
economics courses achieved a pass rate of 100%. Overall retention rates on business courses
are satisfactory. On GNVQ intermediate business, retention rates have steadily improved
since 2001, and are well above the national average. Retention and pass rates on business
administration courses are very good. In 2003, all students who started on NVQ
administration were successful in achieving the qualification. Pass rates on the legal
secretaries diploma have remained significantly above national averages for the years 2002
and 2003.
48.
Students on advanced level business courses do not develop an appropriate level of
study skills to support critical evaluation, research and analysis. A minority of students on
the GNVQ foundation course make unsatisfactory progress in lessons due to poor literacy
and numeracy skills. On most business courses, individual students’ action plans are not
rigorously monitored and students fail to achieve the targets set for them. Students on
business administration courses demonstrate a high standard of practical skills and they make
good progress in extending their skills, knowledge and understanding.
A sample of retention and pass rates in business and administration, 2001 to 2003
Qualification
GNVQ
intermediate
business
ILEX legal
secretaries diploma
AVCE business
(double award)
AS-level accounts
12–16 January 2004
Level
2
3
3
3
Completion
year:
2001
2002
2003
No. of starts
39
33
41
% retention
85
88
98
% pass rate
70
66
68
No. of starts
9
21
19
% retention
78
95
84
% pass rate
71
95
100
No. of starts
30*
46
31
% retention
97*
54
77
% pass rate
83*
76
58
No. of starts
18
37
36
% retention
94
89
94
% pass rate
53
15
62
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Inspection report
Qualification
AS-level business
AS-level economics
GCE A-level
business
Coulsdon College
Level
3
3
3
Completion
year:
2001
2002
2003
No. of starts
91
82
94
% retention
96
90
94
% pass rate
79
47
53
No. of starts
24
17
36
% retention
100
94
86
% pass rate
79
63
55
No. of starts
44
64
41
% retention
95
97
95
% pass rate
90
87
95
Source: ISR (2001 and 2002), college (2003)
* results for GNVQ advanced business.
Quality of education and training
49.
Teaching on business courses is ineffective. Teachers use an insufficient range of
teaching methods to motivate and engage students. There are insufficient extension materials
to meet the needs of mixed-ability groups. Less able students have difficulty in
understanding theory and key concepts. Many lessons are dominated by teachers who talk
for too long. Students are passive during these lessons and lose their concentration and
motivation to learn. Attendance in many lessons is poor. Lessons are frequently disrupted by
poor punctuality and students are not challenged by teachers. Many lessons start late and
teaching time is lost while teachers deal with late arrivals or students who have missed
previous lessons.
50.
Teaching on business administration courses is very good. Teachers use a variety of
activities to stimulate and motivate students. Students work effectively on varied activities
and teachers prepare extension materials for those who complete tasks ahead of time. In a
keyboarding class, the teacher successfully planned a range of activities and learning
materials to meet the needs of a diverse group of students. Students were encouraged to use
their time effectively to evaluate their progress within the lesson. Teachers are well qualified
for the work they undertake and bring valuable industrial experience to their teaching.
Teachers undertake regular subject and occupational knowledge training.
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Inspection report
Coulsdon College
51.
Some classrooms are too small to accommodate large groups. There is insufficient
book stock in the library to meet the demand for key texts. Library staff have produced
helpful guides to enable students to make effective use of the library’s research facilities.
The college intranet is being developed and some learning resources are available on-line.
Students have good access to computers and make effective use of a range of electronic
learning resources to develop their study skills.
52.
Assessment of students’ work on business courses is unsatisfactory. Feedback to
students on their assignments is often incomplete or lacks sufficient detail to help them
improve their performance. Homework on AS-level and GCE A-level courses is poorly
marked. Students are not encouraged to evaluate their own work. On business
administration courses, assessment practice is regular and thorough, with close monitoring of
students’ progress and careful recording of achievement against learning goals.
53.
The college offers a young enterprise programme, providing good links with
industry which students use effectively to support their research. A range of academic visits
is arranged to help students develop their study skills and prepare for examinations. There is
insufficient attention given to the development of students’ key skills. Schemes of work and
assignment briefs do not indicate how students can build evidence of their achievements in
key skills.
54.
Support for students is good. Careers and HE guidance are effective in directing
students towards the range of opportunities available to them. Individual learning needs are
accurately diagnosed and students have access to effective additional support.
Leadership and management
55.
Overall leadership and management are unsatisfactory. The use of self-assessment
to improve provision is inadequate. The setting of priorities and challenging targets is
insufficiently underpinned by an analysis of appropriate data. Although all teachers have
been observed teaching, significant weaknesses have not been identified in teaching and
learning. Appraisals have not been carried out for all staff. The management of business
administration courses is good. The course team works effectively to set challenging and
realistic targets for improvement. Issues affecting the quality of provision are appropriately
identified and promptly resolved. The quality of teaching and learning is consistently good
within the business administration course team. Equality of opportunity is promoted well
within the department.
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Coulsdon College
Information and communications technology and computing
Overall provision in this area is satisfactory (grade 3)
Strengths

high standard of students’ work on GNVQ foundation and intermediate
courses

good teaching in many lessons

wide range of learning resources to support students’ learning.
Weaknesses

low pass rates on level 2 courses

students’ poor achievements on ICT key skills

insufficient links with industry to support learning.
Scope of provision
56.
The college offers courses at GCSE, AS level and GCE A level. Approximately 160
students are studying ICT at advanced level. There are approximately 15 students studying
GNVQ at foundation level, 55 on the GNVQ intermediate course and 30 on the AVCE ICT
course. There are 40 students on GCSE courses. The curriculum area is also responsible for
the co-ordination and delivery of ICT key skills at levels 2 and 3 across the college. Most
students are aged 16 to 18 and are studying full time. The number of adult students in this
area has declined over the years between 2001 and 2003 and the provision is now small, with
approximately 30 adult students enrolled on part-time ICT courses.
Achievement and standards
57.
In 2003, pass rates on GCE A-level and AVCE double award courses improved
significantly to about the national average. Pass rates are low on AS-level ICT, AS-level
computing and GNVQ intermediate ICT. Pass rates at A* to C on GCSE information studies
have been very low for the years 2002 and 2003. Students’ achievements on ICT key skills at
levels 2 and 3 are very poor. In 2003, of the 283 students who were entered for level 3 ICT
key skills, only 2 achieved a qualification. In the same year, the pass rate on level 2 ICT key
skills was 26%. Results on GNVQ foundation ICT have remained around the national
average for the three years to 2003.
58.
Retention rates on most courses are at or above the national averages. On the AVCE
double award and GNVQ foundation courses, retention rates are well above the national
averages. On AS-level computing, retention rates have declined and are now significantly
below the national average.
12–16 January 2004
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Inspection report
Coulsdon College
59.
Overall, students make good progress and demonstrate appropriate skills and
knowledge in their written and practical work. In most lessons, students demonstrate
effective skills in problem solving and data handling. They are able to apply ICT theory to
produce practical solutions. Students have good skills in accessing and using electronic
information. There are insufficient opportunities for students to visit IT-related industries
and extend their knowledge and understanding of how ICT is applied in the world of work.
Students’ punctuality and attendance are poor, with latecomers disrupting the learning of
punctual students. Students’ progression from AS level to GCE A level in this curriculum
area is low, at 43%. In 2003, 70% of students studying at advanced level progressed to HE.
A sample of retention and pass rates in information and communications technology and
computing, 2001 to 2003
Qualification
Level
GCSE information
studies
2
GNVQ
intermediate ICT
AS-level ICT
AVCE ICT double
award
GCE A-level ICT
2
3
3
3
Completion
year:
2001
2002
2003
No. of starts
41
38
42
% retention
59
74
79
% pass rate
67
0
5
No. of starts
45
63
57
% retention
73
87
82
% pass rate
52
25
49
No. of starts
66
54
76
% retention
88
87
87
% pass rate
55
74
62
No. of starts
*
56
32
% retention
*
73
81
% pass rate
*
51
85
No. of starts
*
35
33
% retention
*
94
94
% pass rate
*
67
90
Source: ISR (2001 and 2002), college (2003)
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Inspection report
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* course did not run
Quality of education and training
60.
Most teaching is comprehensively planned and uses a variety of teaching and
learning activities to stimulate and sustain students’ interest and participation. Teachers have
good subject knowledge and a wide range of technical skills. The standard of teaching and of
learning in many lessons is good. Teachers plan and implement a range of demanding
activities to help their students grow in confidence and develop independent learning skills.
Schemes of work are detailed, but some lesson plans are insufficiently detailed and fail to
make reference to key skills.
61.
In the best lessons, teaching is well differentiated and addresses the needs of
students with differing abilities. In an AVCE lesson, the teacher effectively adapted the
teaching of Visual Basic programming to clearly explain complex subject matter, and
students made good progress in their practical and theoretical skills. In another lesson, the
teacher successfully combined literacy and ICT skills using a variety of the students’ own
experiences to form the basis of the lesson. In most lessons, learning objectives are clearly
and explicitly shared with students and there is a good balance between theory and practical
exercises. Teachers give effective support to students outside lessons.
62.
In a minority of lessons, there is insufficient use of additional materials or a range of
different teaching and learning methods to either extend the more able students or support the
less able. In these lessons, students are not challenged to extend their skills and tasks are set
that fail to interest students or support their learning.
63.
Teaching accommodation is good. There is a wide range of material on the college
intranet that provides good opportunities for students to undertake independent study and
examination practice. Industry-standard networked computers are installed in all computer
rooms. However, students have insufficient access to a range of different operating software
to extend their knowledge and understanding. Many computers do not have zip drives or
additional memory inserts to support students’ work on web design. The network is
unreliable and there is inadequate IT technician support in teaching rooms.
64.
Assessment of students’ work is satisfactory. The written feedback students receive
on their major assignments and coursework is detailed and relevant. Teachers’ comments
provide students with a clear explanation of what they need to do to improve their
performance. However, feedback to students on their work in class and homework is less
rigorous and frequently lacks the detail necessary for students to improve their performance.
Assignments are vocationally relevant, appropriately timed and sufficiently challenging.
Internal verification procedures are well established and effective.
65.
Support for students is good. Students value the additional time given to them
outside classes by their teachers and tutors. Initial assessment is used effectively on most
courses. Additional support needs are identified at induction and detailed support plans are
negotiated with students. GNVQ foundation students benefit from the support given by staff
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Inspection report
Coulsdon College
from the learning support team during lessons. The college tutoring system is effective and
one-to-one tutorials are valued by staff and students.
Leadership and management
66.
Leadership and management are satisfactory. Course reviews have identified
development priorities but not all weaknesses have been explicitly addressed. Action plans to
address identified weaknesses in the curriculum area do not have sufficient milestones and
targets against which progress can be monitored. There are regular and purposeful team
meetings and students’ views are used in planning and review activities. There are many
areas of good practice and interesting initiatives but these are not effectively shared between
staff. The self-assessment report accurately identifies the majority of strengths and
weaknesses in the provision.
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Inspection report
Coulsdon College
Sports, leisure and tourism
Overall provision in this area is satisfactory (grade 3)
Strengths

high pass rates on GCE A-level physical education and GNVQ intermediate
leisure and tourism

productive links with local schools for leisure and recreation courses

effective monitoring of students’ progress

enhancement of students’ learning through additional qualifications.
Weaknesses

low pass rates on AVCE leisure and recreation

low retention rates on AS-level level sports games and recreation and GNVQ
intermediate leisure and tourism

insufficient use of differentiated teaching and learning.
Scope of provision
67.
There is an appropriate range of sports, leisure and tourism courses at intermediate
and advanced level. The college offers an intermediate diploma in leisure and tourism and
advanced single and double awards in leisure and recreation and travel and tourism. AS-level
sports, games and recreation and GCE A-level physical education are also offered. Students
are offered additional qualifications including air fares and ticketing, itinerary planning and
foundation awards in coaching. There are 113 full-time students studying sports, leisure and
tourism courses. Of these, 41 students are on AS-level and GCE A-level physical education
courses. There are 72 students studying leisure and tourism and 259 students from across the
college take part in a sports enrichment programme which includes basketball, table tennis
and cricket. Students are aged 16 to 18 and are studying full time.
Achievement and standards
68.
Students achieved high pass rates on GCE A-level physical education and GNVQ
intermediate leisure and tourism, with 100% of students passing in 2003. Students make
better progress on this course than predicted by their prior attainment at GCSE. Pass rates on
GNVQ intermediate leisure and tourism and AVCE travel and tourism are significantly above
the national average. Pass rates on AVCE leisure and recreation are low. Retention rates on
GNVQ intermediate leisure and tourism and AS-level sports, games and recreation are
significantly below the national averages. The majority of students’ written work is good and
12–16 January 2004
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Inspection report
Coulsdon College
coursework is well presented and organised. Overall, students work well in most lessons and
show interest and enthusiasm for their studies.
A sample of retention and pass rates in sports, leisure and tourism, 2001 to 2003
Qualification
Level
GNVQ
intermediate leisure
and tourism
2
AS-level sports,
games and
recreation
AVCE leisure and
recreation (double
award)
AVCE travel and
tourism (double
award)
3
3
3
Completion
year:
2001
2002
2003
No. of starts
35
22
17
% retention
77
86
65
% pass rate
67
84
100
No. of starts
22
21
27
% retention
77
67
74
% pass rate
82
100
95
No. of starts
*
16
**
% retention
*
44
**
% pass rate
*
57
**
No. of starts
*
24
22
% retention
*
50
68
% pass rate
*
92
93
Source: ISR (2001 and 2002), college (2003)
* course did not run
** fewer than 15 starters enrolled
Quality of education and training
69.
Much teaching is well planned and students make satisfactory progress. The best
lessons use a variety of activities which effectively link theory to industry practice. In these
lessons, students are successfully encouraged to transfer knowledge from one subject to
another. For example, in a leisure and recreation lesson, students prepared coaching activities
for school children in sport and tested different types of exercises to arrive at the most
suitable activities for younger children. Another group undertook a risk assessment and
accurately identified the issues and problems connected with simple activities. In another
lesson, students worked on the Internet, finding details of jobs in which they were interested
and then cross-referred the necessary qualities and skills that were needed for the jobs to their
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Coulsdon College
own profile. In these lessons, students were stimulated and interested and made good
progress. In less effective lessons, teaching is insufficiently differentiated and fails to
challenge the most able and support the less able. In these lessons, there is an over-reliance
on a narrow range of teaching strategies and students remain passive for most of the lesson.
There is insufficient use of ILT to support learning in many lessons. In the minority of
lessons where it is used, it provides effective support and students make good progress.
Students have access to teachers’ powerpoint presentations and they provide a useful and
effective tool to revise or review teaching and learning materials.
70.
Learning resources are adequate for the curriculum area. The physical education
base room is well stocked and students work with current textbooks and CD-ROMs. The
sports facilities are in need of refurbishment. Facilities include a swimming pool, gym and
fitness suite, and are used well on all physical education and leisure courses and the college
enrichment programme. Travel and tourism resources are up to date but are inadequate for
the number of students in the area. Teaching staff are well qualified, with appropriate
teaching qualifications, and many have relevant industry experience. Working relationships
between staff and students are good. Leisure and tourism assignments are well designed and
vocationally relevant. Students receive positive and detailed verbal and written assessment
and effective guidance on how to improve their performance. Assessment programmes are
well planned and course handbooks give clear guidance on assessment procedures. All
students are tested at the start of their course to establish base achievement grades, and
students and staff use these effectively as a focus for individual learning plans.
71.
Links with outside organisations are good in leisure and tourism. There is a regular
programme of guest speakers, and students undertake appropriate work experience.
Productive relationships with local schools give leisure and recreation students opportunities
to coach children in a range of sports. Tutorials provide effective support to the monitoring
of students’ progress.
Leadership and management
72.
Leadership and management are satisfactory. Managers provide energetic
leadership and course teams regularly review courses to consider how well they meet the
needs of students and employers. Students’ views are valued and are acted upon. The
packages of additional subjects for leisure and tourism are well designed. Course teams
contribute to detailed self-assessment but the report fails to recognise all the weaknesses
within the curriculum area. Lesson observations have been carried out in the area but have
failed to improve teaching and learning. Communications within the curriculum area are
good.
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Inspection report
Coulsdon College
Visual arts
Overall provision in this area is good (grade 2)
Strengths

high pass rates

high standards of students’ work

much good and very good teaching

good support for students with different abilities

effective leadership and management of the area.
Weaknesses

declining retention rates on GCSE photography, AS-level graphics and AVCE
art and design

low attendance and poor punctuality on a minority of courses

insufficient ICT resources to support learning.
Scope of provision
73.
The college offers an appropriate range of courses in visual arts. There are 367
students in the curriculum area. Most students are aged 16 to 18 and are studying full time.
The number of adults studying in the area has declined, and in 2003 there were 12 adults
enrolled on visual arts courses. The college offers GNVQ intermediate and AVCE art and
design, GCSE art and design and photography, and AS-level and GCE A-level graphic
design, fine art, and photography. Part-time courses at levels 1 and 2 are offered in life
drawing and photography. The AVCE course in art and design is offered as a single award,
with students completing after one year, and as a double award completed after two years of
study.
Achievement and standards
74.
Pass rates are very high and are on or above the high national averages. Pass rates
for GCSE photography, GNVQ intermediate art and design, AS-level fine art and graphic
design and AVCE and GCE A-level art and design are all above national averages. However,
retention rates are low for GCSE photography and AVCE art and design. Students attain a
high standard in a range of art and design activities. These standards are demonstrated in
sketchbook work, research and investigation, drawing and painting, general graphic design,
typography, photography, textiles, visual communication and three-dimensional design.
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Inspection report
Coulsdon College
Students are encouraged to work independently and develop good personal and learning
skills.
A sample of retention and pass rates in visual arts, 2001 to 2003
Qualification
Level
GCSE photography
2
GNVQ
intermediate art and
design
AS-level fine
art/graphics
AS-level
photography
AVCE art and
design
GCE A-level art
and design
2
3
3
3
3
Completion
year:
2001
2002
2003
No. of starts
34
29
39
% retention
79
79
67
% pass rate
70
83
92
No. of starts
24
19
25
% retention
83
84
84
% pass rate
65
94
100
No. of starts
44
75
69
% retention
82
90
80
% pass rate
81
86
91
No. of starts
36
37
41
% retention
86
86
88
% pass rate
97
97
100
No. of starts
*
21
22
% retention
*
67
64
% pass rate
*
93
100
No. of starts
*
32
54
% retention
*
97
93
% pass rate
*
94
98
Source: ISR (2001 and 2002), college (2003)
* course did not run
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Inspection report
Coulsdon College
Quality of education and training
75.
Teaching is very good. Lessons are well planned and take account of students'
individual needs. There is effective classroom management. Teachers generally have
detailed lesson plans that are related to detailed schemes of work. Aims, objectives and
learning outcomes are challenging and motivate students. However, a few lesson plans have
insufficiently detailed aims and objectives.
76.
Teaching and learning are supported by a wide range of handouts. These are
particularly helpful for teachers working with students of different abilities. Teachers are
enthusiastic and create an atmosphere of challenging and lively work. In one outstanding
lesson in graphic design, students were introduced to techniques of research and investigation
and made very good progress demonstrating a wide variety of individual styles. In one
AVCE lesson, students used their experimental and observational drawing skills as a basis for
exploring ideas in lino printing. The work resulted in a variety of exciting images. Students
are encouraged to research project topics thoroughly, and to make frequent references to
contemporary and historical ideas in art and design. In a few lessons, attendance was low and
there was a lack of punctuality.
77.
Accommodation and specialist resources are good, with a range of studios and
workshops that have good displays of work. A few studios are too small for the large groups
who use them. There is good access for wheelchair users and students with restricted
mobility. The library and learning resource centre provides a wide range of books and
journals. This facility is well used by students who receive effective support from the
specialist staff. Teachers are appropriately qualified and have a range of specialist expertise.
They are well assisted by studio support technicians. Computer facilities have improved, but
students have insufficient access to workstations and an appropriate range of software.
78.
Students’ progress is effectively monitored. The assessment of students’ work is
regular and accurate. Teachers' written feedback to students is supportive and is effective in
helping them to make progress.
79.
Support for students is good. Students value the support they receive from their
teachers and personal tutors. They get good guidance on admission to the college and are
introduced to a range of helpful activities that induct them into the area of learning. Teaching
and learning are often supported by a range of handouts that make particularly good use of
visual imagery to support students of different abilities. Tutorials are well planned and
effective. They provide opportunities for students to agree and measure progress against
personal targets for improvement. Students’ progression both within the area of learning and
to HE is good. For example, many students completing the GNVQ intermediate course
progress to level 3 courses and there is good progression from the first year to the second
year of the AVCE.
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Inspection report
Coulsdon College
Leadership and management
80.
Leadership and management are good. The curriculum area is well led and
effectively managed. Teachers meet regularly as an area team and set and use demanding
targets for retention and pass rates. Managers have an appropriate focus on raising standards
and regularly monitor students’ performance. Weaknesses, including retention, have been
recognised and strategies for improving retention rates have been put into place.
Communication between teachers and managers is good. Self-assessment is rigorous and
includes course reviews, team meetings and student surveys. Lesson observations are used to
identify staff training needs and improve the quality of teaching and learning.
12–16 January 2004
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Inspection report
Coulsdon College
Performing arts and media
Overall provision in this area is satisfactory (grade 3)
Strengths

high pass rates on most courses

much good teaching

good support for students.
Weaknesses

low A* to C pass rates for GCSE media and GCSE drama

poor punctuality and attendance

a few lessons where students make unsatisfactory progress.
Scope of provision
81.
There are 242 students in the curriculum area, with 148 of these studying media.
The college offers GCE A-level courses in drama and theatre studies, film and television
studies, media studies and music. AS-level courses are offered in drama, film and television
studies, media studies, music technology, music history and theory and music. There are
GCSE courses in media and theatre and dramatic arts. Students can study for music theory
examinations at grade 3 and grade 5. Students are aged 16 to 18 and are studying full time.
Achievement and standards
82.
In 2003, there were high pass rates for GCE A-level and AS-level drama and media
studies and film and television studies. However, the number of students achieving high
grades was below the national average. Pass rates at A* to C on GCSE media and GCSE
drama are low. In 2003, pass rates for GCSE drama declined to significantly below the
national average. Retention rates are at or above national averages, with the exception of ASlevel film and television production, where the retention rate in 2003 declined to significantly
below the national average. Most students on advanced courses achieve better grades than
those predicted from their prior attainment at GCSE.
83.
Students on media and film studies courses frequently produce work of a high
standard that demonstrates good ILT skills. Drama students’ practical work shows good
understanding of texts and there is a high standard of performance. Attendance and
punctuality are poor and lessons are disrupted by latecomers.
12–16 January 2004
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Coulsdon College
A sample of retention and pass rates in performing arts and media, 2001 to 2003
Qualification
GCSE media
AS-level drama
AS-level film and
television
production
AS-level media
studies
GCE A-level media
studies
GCE A-level drama
and theatre studies
Level
2
3
3
3
3
3
Completion
year:
2001
2002
2003
No. of starts
36
35
46
% retention
83
86
78
% pass rate
79
63
39
No. of starts
33
36
51
% retention
79
83
86
% pass rate
65
93
100
No. of starts
*
18
22
% retention
*
89
64
% pass rate
*
87
100
No. of starts
66
86
85
% retention
76
85
84
% pass rate
100
96
100
No. of starts
*
34
44
% retention
*
97
93
% pass rate
*
100
100
No. of starts
*
25
24
% retention
*
80
92
% pass rate
*
90
95
Source: ISR (2001 and 2002), college (2003)
* course did not run
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Inspection report
Coulsdon College
Quality of education and training
84.
There is much good teaching in the curriculum area with well-planned and effective
lessons. In the best lessons, students are appropriately challenged and make good progress.
In a GCE A-level music technology lesson, students transposed original scores onto a
computer, adjusting timing and tempo with precision. An energetic and disciplined dance
lesson used well-differentiated activities which addressed the needs of the full ability range of
students. There is good use of ILT to promote and support learning. In an AS-level media
lesson, students were successfully encouraged to evaluate their projects through the writing
of a problem page, with advice to other students on how to avoid their mistakes. Students
demonstrated a high standard of IT skills when creating their own colourful magazine. In
another lesson, students analysed film techniques using back projections and film scripts. In
a few lessons, teaching is insufficiently differentiated and fails to stimulate or interest
students. In these lessons, students remain passive for long periods of time and make
unsatisfactory progress. There is an over-reliance on a limited range of teaching strategies
and students do not participate actively in their learning.
85.
Classrooms, practical areas and learning resources are generally satisfactory.
However, a minority of rooms are too small for the groups that use them. Studios used for
drama are large but in need of refurbishment. Students studying dance have the use of a wellsprung floor; however, the studio is frequently cold and lacks mirrors. There are good
resources to support learning in music technology. There are a wide range of books and
periodicals to support learning. Staff are well qualified and enthusiastic and demonstrate
good specialist subject knowledge.
86.
Students’ practical and written work is regularly assessed. Work is marked
promptly and written feedback from teachers provides helpful advice to students on how to
improve their performance. However, a minority of marking is insufficiently detailed and
clear and fails to provide adequate guidance to students for improving their performance.
Progression rates between level 2 and level 3 courses are low for drama but are high for
media. In 2003, only one student progressed from level 2 drama to study at level 3 whilst
100% of media students progressed to the next level in the subject.
87.
There is good support for students. Students requiring additional support are
promptly identified and baseline grades are used effectively to plan and measure students’
progress. There are extensive and effective induction activities and students settle quickly on
to their courses. Staff are readily available to provide support outside the classroom and
students value this informal guidance and support.
Leadership and management
88.
Leadership and management are good. There is effective leadership of the area.
Development plans are detailed and based on good information about students’ needs.
Provision in the area has been changed to include an increased vocational element in the light
of poor pass rates on GCSE courses. There are regular and effective course team meetings.
12–16 January 2004
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Inspection report
Coulsdon College
Communication within the area is good and equal opportunities are well promoted in the
area. However, the self-assessment report fails to identify all the weaknesses in the area and
deadlines are not clear in the action plans.
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Inspection report
Coulsdon College
Humanities
Overall provision in this area is satisfactory (grade 3)
Strengths

high pass rates on GCE A-level sociology

good participation and progress of students in many lessons

effective monitoring of students’ progress

lively and interesting teaching in many lessons.
Weaknesses

low pass rates on most AS-level courses in 2003

low pass rates on most GCE A-level courses in 2003

unsatisfactory attendance and punctuality in many lessons

insufficiently differentiated teaching and learning in a few lessons.
Scope of provision
89.
The college offers eight humanities and social science subjects at AS level and six at
GCE A level. The one GCSE offered is law. Overall, there are 426 humanities students,
with psychology and sociology being the most popular subjects. Students can choose from
AS-level critical thinking and AS-level and GCE A-level geography, government and
politics, history, law, psychology and sociology. AS-level general studies and critical
thinking were introduced in 2003. AS-level critical thinking is also offered to students aged
14 to 16 from local schools. Students are aged 16 to 18 and attend full time.
Achievement and standards
90.
Most pass rates are low. At AS level and GCE A level in 2003, with the exception
of sociology and AS-level law, pass rates were below national averages. Pass rates high
grade were below average throughout the curriculum area. Analysis of students’ progress
based on their previous grades at GCSE shows that government and politics students achieve
better than their prior attainment indicates and that students’ pass rates for history and
sociology are at or above those predicted. Pass rates for geography and psychology show
students performing below the level that would be predicted by their prior attainment.
Retention rates on advanced level courses improved in 2003, and have improved or remained
stable; however, they remain below the national averages. The pass rate for GCSE social
studies at grades A* to C fell to 13% in 2003, compared with the national average of 56%,
and the retention rate declined to 62%. Progression from AS level to GCE A level is low, at
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Inspection report
Coulsdon College
56%. Attendance and punctuality are poor, with students frequently arriving late to lessons
and disrupting the learning of punctual students.
91.
Students produce work of a satisfactory standard with structured essay answers
which demonstrate competent understanding. Students use specialist vocabulary in oral and
written work and many are confident in the analysis of complex questions, particularly on
GCE A-level courses. Some students are developing independent study skills, using books
and electronic resources. GCSE law students can briefly explain topics but their oral skills
are less developed than their written work.
A sample of retention and pass rates in humanities, 2001 to 2003
Qualification
GCSE social
studies
AS-level level law
AS-level level
psychology
GCE A-level
geography
GCE A-level
history
12–16 January 2004
Level
2
3
3
3
3
Completion
year:
2001
2002
2003
No. of starts
26
50
37
% retention
65
84
62
% pass rate
53
62
13
No. of starts
49
60
70
% retention
73
95
81
% pass rate
72
70
82
No. of starts
83
94
110
% retention
82
83
86
% pass rate
66
67
80
No. of starts
23
23
18
% retention
87
91
89
% pass rate
95
86
88
No. of starts
45
35
45
% retention
64
89
98
% pass rate
90
100
86
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Inspection report
Qualification
GCE A-level
sociology
Coulsdon College
Level
3
Completion
year:
2001
2002
2003
No. of starts
42
18
17
% retention
55
78
94
% pass rate
91
93
100
Source: ISR (2001 and 2002), college (2003)
* course did not run
Quality of education and training
92.
Most teaching is satisfactory or better, with teachers using varied methods and
successfully involving and motivating students. Teaching is generally well planned and
allows students to become familiar with topic material by carefully controlled individual,
group and pair work, as well as whole-class discussions. In the best lessons, students’
understanding and learning are extended by open questions, feedback, spider diagrams,
quizzes and worksheets. Students considering the reasons for the fall of the Weimar
Republic researched the alternatives and voted as a preliminary to explaining their choice. In
a government and politics lesson on race and ethnicity, students discussed a topical news
story, using the previous day’s newspapers as well as other cuttings, articles and objects.
Psychology students worked in groups to make posters summarising information on different
aspects of the physiological approach, then presented them to the rest of the class. In these
lessons, teaching was lively and interesting and students made good progress. In less
effective lessons, teaching is insufficiently differentiated to address the full range of students’
abilities. In these lessons, students’ progress is unsatisfactory and their attention and interest
is not sufficiently engaged. There is insufficient use of ICT in humanities lessons.
93.
Monitoring and assessment are generally effective in promoting students’ progress.
Assignments are set regularly and marked accurately. The best marking identifies literacy
and subject-based inaccuracies and includes encouragement, reference to exam criteria and
clear indications to students’ on how they can improve their own performance. However,
there are examples of marked work that contains insufficient annotation, comment or
suggestions to students. There is good individual help to students by subject staff, as well as
lunchtime workshops and monitoring of performance. Most students are co-operative,
interested and involved in their work, and enjoy their lessons, particularly those which
require them to participate.
94.
Teachers are experienced and well qualified. Subject rooms have a strong subject
identity, with appropriate displays of material, including students’ work. Psychology and one
critical thinking class are taught in a mobile classroom which is inadequate for the groups
who use it. Library resources are adequate and mainly well used, although there is
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Inspection report
Coulsdon College
insufficient study space. Sets of textbooks and reference copies of books are also available in
classrooms.
95.
There are good diagnostic and initial assessments which form the basis for a
supportive monitoring system which is valued by students. Progress is regularly discussed
with teachers and tutors, and checked and notified to parents, with an invitation to discuss the
report at a parents’ evening. Students are given regular opportunities to focus on their
strengths and weaknesses and to plan a clear course of action to address the required
improvements. There is effective subject support. Students are offered workshop
opportunities for any subject difficulties and use the skills centre for specific issues such as
aspects of essay writing.
96.
Information and guidance for students at enrolment and induction are detailed and
enable them to make an informed choice of subjects. Induction is effective, and quick
coverage of administrative issues combined with lengthier subject induction allows students
to quickly settle into their courses.
Leadership and management
97.
Leadership and management are satisfactory. There are regular reviews of
departmental issues but these reviews are not informed by full and accurate data on
achievement and retention. Teaching staff participate in planning through department
meetings, and course directors report and contribute to the curriculum forum. There are
regular meetings, with discussion of practical and planning issues, but the minutes of these
meetings are insufficiently detailed. Lesson observation has taken place across the area but a
number of observations are not graded and those that are graded show an unrealistically high
proportion of high grades. There are no clear links between lesson observations and the staff
development programme.
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Inspection report
Coulsdon College
English and modern foreign languages
Overall provision in this area is satisfactory (grade 3)
Strengths

high pass rates on most GCE A level courses

effective monitoring of students’ progress

good support for individual students.
Weaknesses

low pass rates in a minority of courses

insufficiently challenging activities in a few lessons

poor punctuality and attendance.
Scope of provision
98.
The college offers an appropriate range of courses in English and modern foreign
languages. English provision includes GCSE English language, AS-level English language
and literature, AS-level English literature and GCE A-level English language, English
literature, and English language and literature. The languages provision includes GCSE
Spanish, Italian and Japanese and GCE A-level French, German, Spanish, Italian and
Japanese. Business language courses are offered in French, Spanish and Italian, and evening
classes are offered in French and Spanish. Most students are aged 16 to 18 and are studying
full time. There are 395 students enrolled on English courses and 153 enrolled on language
courses. There are 26 adult students studying modern foreign languages at evening classes.
Most students are aged 16 to 18 and are studying full time.
Achievement and standards
99.
Students achieve high pass rates for most GCE A-level examinations. In 2003, there
was 100% pass rate for English language and literature, English literature, French, German
and Spanish. Most students on GCE A-level modern foreign language courses are achieving
better results in the examinations than predicted for them on the basis of their GCSE results.
However, pass rates are below the national averages in most AS-level and GCSE courses.
The pass rates for AS-level Spanish and English language were low in 2003. The proportion
of high grades is low on most AS-level and GCE A-level English courses. Many pass rates
improved in 2003, and GCSE English pass rates at A* to C improved to above the national
average. Retention rates on most English courses are below the national averages.
100.
Overall, the standard of students’ written work in English is satisfactory, but few
students produce written work which is very good. Students’ written work is generally well
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Inspection report
Coulsdon College
organised and uses accurate grammar, spelling and punctuation but analysis and coverage of
the topics are often inadequate. The standard of students’ written work in languages is
satisfactory and a minority of students produce very good written work. However, students
demonstrate insufficient knowledge of basic vocabulary and grammar in oral work.
Students’ attendance and punctuality are poor and latecomers frequently disrupt the learning
of punctual students.
A sample of retention and pass rates in English and modern foreign languages, 2001 to
2003
Qualification
GCSE English
language
GCSE Spanish
AS-level level
English language
and literature
AS-level level
English literature
AS-level level
French
12–16 January 2004
Level
2
2
3
3
3
Completion
year:
2001
2002
2003
No. of starts
158
140
184
% retention
77
76
61
% pass rate
25
48
54
No. of starts
**
18
26
% retention
**
89
69
% pass rate
**
19
22
No. of starts
67
60
94
% retention
76
83
84
% pass rate
84
84
86
No. of starts
25
23
30
% retention
84
87
83
% pass rate
76
75
88
No. of starts
22
21
27
% retention
82
81
89
% pass rate
72
82
75
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Inspection report
Qualification
Coulsdon College
Level
GCE A-level
English language
and literature
3
Completion
year:
2001
2002
2003
No. of starts
73
46
40
% retention
70*
93
95
% pass rate
94
84
100
Source: ISR (2001 and 2002), college (2003)
* two-year retention rate
** fewer than 15 starters enrolled
Quality of education and training
101.
Most teaching is well planned and students make satisfactory progress. In the best
lessons, teaching is sufficiently differentiated to challenge the most able and support the less
able. For example, in a GCE A-level English lesson introducing Chaucer’s poetry, students
initially worked in pairs on a few lines of the Portrait of the Miller to identify the words they
could not understand, before feeding back and discussing both the content of the lines and the
differences between middle and modern English. The students’ interest was engaged and
sustained and they made good progress in their understanding and appreciation of the text. In
less effective lessons, the teachers’ expectations are low and activities are insufficiently
demanding. Questioning techniques in these lessons are ineffective and students make
insufficient progress. In a minority of modern foreign language lessons, the teachers make
insufficient use of the language being learnt to support the students’ language development.
102.
Teachers are well qualified and demonstrate good subject knowledge. Modern
foreign language teachers are native speakers and students’ listening and speaking skills are
effectively developed through regular practice with language assistants. Teaching and
learning resources are good. Students have access to a language centre with a wide range of
materials and computers. The language base rooms are well equipped and include computers
with Internet access. The base rooms for both English and languages include resources such
as dictionaries and audio-visual equipment and have relevant and attractive displays. Library
book stock for English is adequate. The college’s intranet includes sites for English and
modern foreign languages courses and, although at an early stage of development, the sites
include useful materials which are well used by students.
103.
Assessment and monitoring of students’ progress are good. Assessment is regular
and well planned. Students’ work is marked accurately and returned promptly. The written
and oral feedback students receive gives them detailed information on their progress and
what they need to do to improve.
104.
Students receive good individual support from their tutors, teachers and other
college staff. The tutorial system is effective and involves regular reviews of students’
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Inspection report
Coulsdon College
progress and action planning to sustain and improve performance. Students on modern
foreign languages courses benefit from a rich and varied programme of visits and exchanges.
Leadership and management
105.
Leadership and management are satisfactory. The provision is well organised on a
day-to-day basis, but managers have not paid sufficient attention to improving the quality of
teaching and learning. Course teams have regular and purposeful formal meetings. All
teachers are involved in the production of the annual self-assessment reports. Although these
are comprehensive and include action plans which are monitored, they are insufficiently selfcritical. Targets for recruitment, retention and achievement are set as part of the process. All
teachers are observed twice a year by their line managers, but the grades awarded have been
overgenerous. Support for staff development is good, and teachers regularly attend in-house
or external training courses and events.
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Inspection report
Coulsdon College
Part D: College data
Table 1: Enrolments by level of study and age
Level
16–18 %
19+ %
1
8
19
2
26
22
3
66
44
4/5
0
0
Other
0
16
Total*
100
100
Source: provided by the college in 2004
* figures have been rounded and may not total 100%
Table 2: Enrolments by curriculum area and age
Curriculum area
16–18
No.
19+
No.
631
29
Total
Enrolments
(%)
15
Land-based provision
0
0
0
Construction
0
0
0
Engineering, technology and
manufacture
Business administration,
management and professional
Information and communication
technology
Retailing, customer service and
transportation
Hospitality, sports, leisure and
travel
Hairdressing and beauty therapy
55
0
1
507
41
13
731
19
17
0
0
0
143
1
3
0
0
0
Science and mathematics
Health, social care and public
services
Visual and performing arts and
media
Humanities
25
4
1
719
24
17
722
22
17
English, languages and
communication
287
23
7
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Inspection report
Coulsdon College
Curriculum area
16–18
No.
19+
No.
Foundation programmes
70
2
Total
Enrolments
(%)
2
Unknown AOL
296
20
7
Total
4186
185
100
Source: provided by the college in 2004
Table 3: Retention and achievement
Level
(Long
Courses)
1
2
3
4/5
Completion year
Retention and
pass rate
16–18
19+
2000
2001
2002
2000
2001
2002
Starters excluding
transfers
661
364
446
108
54
65
Retention rate %
87
75
96
83
87
77
National average %
79
80
78
71
70
72
Pass rate %
61
63
89
54
53
84
National average %
70
66
71
67
70
75
Starters excluding
transfers
994
1,019
983
30
82
50
Retention rate %
76
78
85
63
76
82
National average %
80
80
81
71
72
71
Pass rate %
76
76
76
58
42
63
National average %
80
85
84
70
68
71
Starters excluding
transfers
1,354
2,225
2,062
22
20
49
Retention rate %
74
76
84
41
75
71
National average %
75
80
89
63
64
69
Pass rate %
79
77
74
67
87
66
National average %
85
86
88
65
67
75
Starters excluding
transfers
606
353
29
30
24
*
Retention rate %
97
86
100
100
83
*
National average %
91
92
93
89
90
*
Pass rate %
63
74
72
60
65
*
National average %
72
73
78
71
73
*
12–16 January 2004
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Inspection report
Coulsdon College
Note: summary of retention and achievement for the last three years by age and level of course, compared
against national averages for colleges of the same type (that is general FE/tertiary colleges or sixth form
colleges).
Sources of information:
1.
National averages: Benchmarking Data 2000 to 2002: Retention and Achievement Rates in Further
Education Colleges in England, Learning and Skills Council, September 2003.
2.
College rates for 1999/2000 to 2001/02: College ISR.
* fewer than 15 starters enrolled
Table 4: Quality of teaching observed during the inspection by level
Teaching judged to be:
Courses
No of
sessions
observed
Good
or better
%
Satisfactory
%
Less than
satisfactory
%
Level 3 (advanced)
63
31
6
79
Level 2 (intermediate)
62
38
0
26
Level 1 (foundation)
71
0
29
7
Totals
64
30
6
112
12–16 January 2004
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Inspection report
Coulsdon College
Notes
12–16 January 2004
Page 49